Lesson Plan Teacher Template Form
My Lesson Title:
Unit Title:
Read, Think and Link to History:
Clues in Understanding 19th Century Historical
Documents
Grade Level(s): Grades 8 - 10
Age Level(s):
Ages 13 - 16
Subject Areas: History and Social Studies
Essential Question:
How did immigration affect American conceptions of “We The People”?
Unit Goal
o
Students will be able to interpret Census data and its impact on Irish and German immigration in
mid 19th century Boston.
Objectives:
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Use Reading skills and strategies to understand and interpret primary source census documents.
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Compare and contrast local and national census data to understand changes in immigration and
identify patterns over time.
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Analyze census data for social and economic significance.
o Connect census data to historical events.
Curriculum Standards:
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Standard 1
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Standard 2
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Standard 3
Materials/Resources:
o
o
o
o
o
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First U.S. Census 1790
First Boston Census 1790 (Rare Books)
3rd Census 1810
6th Census 1850
8th U.S. Census 1860
Computers with Internet Access
Written Document Analysis Worksheet from National Archives and Records Admin
Worksheet 2 Teacher Created worksheet
Timeframe: 2 or 3 x .45 minute lessons
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Lesson Plan Teacher Template Form
Student Foundational Skills:
Student knowledge about immigration and immigration patterns
Vocabulary
Activities (1):
Step 1: Students Examine the Historical Document for Evidence
- Students will be divided into small teams of 5 students each. Each team will be given 6 different census
documents from the 4 different time periods to examine.
- Each student on the team will be assigned (1 out of the 6) time periods and examine that particular
document.
Document 1: First 1790 Federal Census - page 3
Document 2: First 1790 Boston Census – page 2
Document 3: 3rd 1810 MA Census – page 8 & 9
Document 4: 6th 1850 Federal Census - page xxxvi Table xv
Document 5: 8th 1860 MA Census -page 226 Table No. 4
Document 6: 8th 1860 Federal Census -page xxii Introduction both tables
- One student on the team may be selected as team leader (Suggest they may want to name their team).
Organizational Notes:
Activities (2):
Step 2: Note Observations and Identify Clues
- Students are instructed to separate from their small team and work as individuals on their assigned
document.
- Individually they will study, examine and note any observations they see regarding their document. They
should be looking for historical clues and evidence of purpose.
- Individually (each team member) will complete a "Written Document Analysis Worksheet" for their
document.
Organizational Notes:
Activities (3) :
Step 3: Analyze Documents Historical Significance
- Students are grouped with members of other teams (of the same assigned document time period as
themselves (for example, all those who have been assigned to examine the First Boston Census from 1790)
- Students are instructed to compare and discuss the important characteristics they have noted on their
"Written Document Analysis Worksheet " completed in Step 2.
- Students are instructed to analyze and discuss their findings for their assigned time period and complete
"Worksheet 2".
Note: Remind students to keep in mind the documents historical significance to immigration.
Activities (4)
Step 4: Determine Immigrations Affect and Documents Change Over Time
- The 4 students from the originally assigned (named team) gather back together for discussion and
analysis of their documents across time periods.
- Students will compare and contrast their documents for changes and immigration patterns.
- Students will prepare a written paragraph which describes the important characteristics and significance
of the documents. Furthermore, the report will tell about the relationship these documents have on
Immigration and the Conception of We the People and should show evidence of change(s) in immigration
over time.
-Students are expected to provide evidence to back up or prove their main idea and submit their “Written
Document Analysis Worksheet” from step 2 and”Worksheet2” from Step3
Organizational Notes:
Assessments:
o Completed “Written Document Analysis Worksheet”
o Completed “Worksheet 2”
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Lesson Plan Teacher Template Form
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Completed Paragraph
Teacher Notes: Helpful lesson tips.
Use Jigsaw teaching method
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